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Template for Program Assessment Report
Name of the program: Master of Science in Instructional Technology (MSIT)
Year (15-16) Assessment report:
Date: June 30, 2016
Faculty Participant: Dr. Sarah McPherson Chair
1. Which program learning outcomes have been assessed for the planned academic year?
The faculty of the Master of Science in Instructional Technology continued the process of
adopting the new standards (International Society for Technology in Education Standards
for Coaches: ISTE-C) due to changes in program accreditation.
The ISTE accreditation requires evidence for meeting each element of each standard. Therefore, the assessments were further refined to be more specific to the level of the elements of the standards.
Program Learning Outcomes will be assessed using Assignments that align to the Standards
Elements in each course as listed in TaskStream (see below). The alignment with the elements
of the standards have been instrumental in refining development of the keystones.
EDIT 603 Foundations I: Keystone
Candidates will create professional development materials to prepare teachers to apply
principles of integrating technology and social constructivist approaches to pedagogy in align
with an articulated vision or mission for their teaching setting. These materials will include but
are not limited to an annotated bibliography of resources for use in K-8 or 9 -12 classrooms,
video tutorials, 3 reflections, workshop materials, assessments, a workshop evaluation and a
detailed outline of the professional development activity and follow-up. Evidence of implementing
the professional development resources and changes in teacher practices are required when
considering whether the candidate has exceeded expectations.
Specific standard elements and the associated assignments in each course are listed below.
1a - Contribute to the development, communication, and implementation of a shared vision
for the comprehensive use of technology to support a digital-age education for all students
Reflection 1-Vision
Candidates will describe how teaching practices support the mission of the educational setting
and communicate the shared-vision with all stakeholders. Candidates will articulate
comprehensive uses of technology to a support digital age education for all students.
3b - Maintain and manage a variety of digital tools and resources for teacher and student
use in technology-rich learning environments
Digital Tools: Candidates will select 5 web sites that relate to teaching and student use in
technology-rich learning environments. Candidates will write a one-two paragraph description
detailing how each site supports student learning, including grade levels served,
differentiation, relevant standards and content. Candidates provide a rationale, including the
use of assessment data, for using these tools. Candidates will design and develop 3 digital
presentation segments that show or demonstrate the setup and/or use of these instructional
resources.
2g - Coach teachers in and model effective use of technology tools and resources to
continuously assess student learning and technology literacy by applying a rich variety of
formative and summative assessments aligned with content and student technology
standards
Professional E- Portfolio Setup: Candidates will develop and use professional E-portfolios to
model and provide coaching for effective uses of technology to support continuous formative
and summative assessment. Artifacts stored in the portfolio should be aligned with appropriate
content and student technology standards.
6a - Engage in continual learning to deepen content and pedagogical knowledge in
technology integration and current and emerging technologies necessary to effectively
implement the NETS·S and NETS·T
Reflection 3-Professional Growth Plan: Candidates will create a professional development
plan which may include the following:
1. Plans to attend conferences
2. Identified mentors or mentoring programs
3. Participation in professional organizations
4. Opportunities for public presentation
5. Proposal and plans providing training for peers
EDPC 605 Curriculum Design: Keystone
The final curriculum project or Unit Plan of Study will serve as the keystone assignment. Using the
Understanding by Design framework, the contents of this curriculum project will include, but not
be limited to the following: Standards and key concepts including essential questions: Required
knowledge and skills: Performance tasks and assessment: Unit lessons, including learning
experiences and resources: Common Core Standards and the National Educational Technology
Standards that will be addressed must be included. In addition, candidates must write a
corresponding technology skill and integration “Support Synopsis” for each lesson and submit
using Taskstream. The synopsis will explain the reason for the technology choice, how t h e
technology can be used to enhance instruction as well as the skills necessary for effective use.
1b. Contribute to the planning, development, communication, implementation, and evaluation
of technology-infused strategic plans at the district and school levels
Integration Strategic Plans: Candidates will contribute to the development of two strategic plans;
one for the school level, one for the district to show the alignment of strategic approaches
between the plans. As an Instructional Technology Coach, the Integration Strategic Plans will
serve as exemplary models for stakeholders. Both plans will be detailed with specific, feasible
ideas and address the communication, implementation and evaluation of the plan itself.
3a. Model effective classroom management and collaborative learning strategies to maximize
teacher and student use of digital tools and resources and access to technology-rich learning
environments
Instructional Activities and Classroom Management Plan: Using a specified digital tool,
candidates will design two instructional activity summaries as models of effective classroom
management incorporating the use of technology. The technology used in the instructional
activities must provide K-12 students opportunities to (1) convey and exchange ideas, (2)
actively construct knowledge, (3) solve problems, and (4) create both linguistic and
nonlinguistic representations of content. The associated lessons must be interdisciplinary and
meet state and national content standards. In addition, candidates will write a corresponding
technology skill and integration “Support Synopsis” for each instructional activity summary.
The synopsis will explain (1) the reason for the technology choice, (2) how the technology can
be used to differentiate instructional strategies for diverse learners, (3) the classroom
management strategies implemented to ensure effective use of the technology by both teacher
and students, and (4) the management and access of technology at the school and district levels
to ensure effective implementation.
EDPC 610 Foundations II: Keystone
Candidates will design a project following the Student, Environment, Task, and Technology
(SETT) framework as a case study for an individual student with a specific learning challenge. The
unit of instruction project will include an individual student’s strengths and weaknesses, learning
needs, instructional tasks, and assistive technology accommodations that could enhance learning.
The instruction should be designed to address age/grade level curriculum standards for content
instruction. For example, candidates could design or adapt a lesson for a student with a specific learning
challenge for science, math, social studies or language arts. The case study will include details and
resources to model the selection and evaluation process for other teachers.
2e - Coach teachers in and model design and implementation of technology-enhanced learning
experiences using differentiation, including adjusting content, process, product, and learning
environment based upon student readiness levels, learning styles, interests, and personal goals
Universal Design for Learning Resources Project: The purpose of this project is to demonstrate
applications of Universal Design for Learning (UDL) in general education technology-enhanced
learning experiences to provide opportunities for all students to engage in the instruction and
assessment activities. In this assignment, candidates will demonstrate their knowledge and skills for
using technology for instruction through applications of UDL which supports appropriate
differentiated instruction and assessment for ALL students. Candidates will provide multiple
exemplary uses of technology to meet the needs of diverse learners that can be used as professional
development resources for standards-based curriculum using web resources to demonstrate Universal
Design for Learning Affective, Strategic and Recognition neural networks. The project should be
organized according to the three principles of Universal Design for Learning using the Guidelines to
demonstrate the features of the Web resources. The guidelines can be found at
http://www.udlcenter.org/aboutudl/udlguidelines .
Principle 1 Multiple means of Engagement
Principle 2 Multiple means of Action and Expression
Principle3 Multiple means of Representation
2e. Coach teacher in and model design and implementation of technology –enhanced learning
experiences using differentiation, including adjusting content, process, product and learning
environment based upon student readiness levels, learning styles, interests and personal goals.
SETT Case Study Project: Candidates will design a project following the Student, Environment, Task,
and Technology (SETT) framework as a case study for an individual student with a specific learning
challenge. The project will be a written case study and presentation including all elements listed.
Description of an individual Student’s strengths and weaknesses, learning styles, academic needs and
goals
Description of the learning Environment
Instructional Tasks expected for the student to accomplish (may be IEP goals)
Description of the Assistive/Adaptive Technology accommodations that could enhance learning
S - The student may be someone in your class or a hypothetical case. Respect confidentiality.
Do not provide any identifying information about the student.
E - The learning environments should be a description of where the learning is supposed to
take place as well as other factors that could affect the learning. For example, you should include the
classroom furniture arrangement, lighting, location of classroom in the building, access to technology,
time of day, classroom behavioral climate, classroom rules, pedagogical arrangements (i.e. groups for
cooperative learning), social dynamics, etc.
T - The instructional tasks should be designed using the template for the lesson plans in
TaskStream. The lesson should address appropriate age/grade level curriculum and strategies for
providing opportunities for the subject of the case study to participate and progress in the general
education learning environment. Assessment strategies must be included in the TaskStream lesson
plan template.
T – Assistive/adaptive technology device, or digital tool to support student learning and/or
performance of tasks within the learning environment.
3d - Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student
learning
Accessible Assistive/Adaptive Technology Product Review: Candidates will identify accessible
assistive/adaptive technology to accommodate learning to meet individual student needs. In this
assignment, candidates will contribute to a toolkit of assistive technology devices to demonstrate their
use with persons with special needs. Technology devices, features and apps for writing, reading,
communication, and content-specific aids may be included in your product reviews. The reviews will
be compiled in a wiki as an information resource for sharing with colleagues. The assistive/adaptive
technology (hardware or software) to include in the toolkit should meet the following criteria:
1. Designed for academic use
2. Accommodates specific learning goals of student with learning challenges (writing,
reading, communication)
3. Classroom implementation strategies
4. Ways to use in an inclusion setting
5. Training requirements for teachers/students/parents
6. Other features pertaining to adoption of assistive technology for instruction
7. Information about company which produces the product and pricing
8. Technical and compatibility requirements
9. Website link with product pictures, demonstration and support resources
EDIT 605 Instructional Apps of the Internet: Keystone
Candidate will identify a Web2.0/3.0, tool that will enhance teaching and learning in a blended
environment and create a PD session of 10-15 hours of seat time equivalent instruction that
addresses a multidisciplinary and collaborative approach. The assignment will include the
following elements: (1)A screen cast or Voice thread presentation of the rationale as to why you
selected the specific tool and how it can be used in a multidisciplinary and collaborative learning
environment ,(2) A training agenda including a roadmap for the training, (3)What resources
need to be in place for this PD to be actually run (technology, building access, etc.), (4)Training
materials for Teachers including user guides for students and teachers, (5) Exemplar of what
would be expected as a result of their students using the tool, and (6)Listing a description of two
resources in the literature showing how the tool (or class of tool) is being used.
4b – Design, develop, and implement technology-rich professional learning programs that
model principles of adult learning and promote digital-age best practices in teaching,
learning, and assessment
PD Development and design: Candidates will create a 7-10 hour professional development opportunity demonstrates a
multidisciplinary and collaborative approach for using a web based digital tool that will enhance teaching and learning in
a blended environment.
The professional development will contain the following elements:
(1) A screencast or web based collaborative presentation that will include (a) the rationale for the selection of
the specific tool, (b) how the tool can be used in a multidisciplinary and collaborative learning environment and
(c) how the principles of adult learning are incorporated into the professional development.
(2) A training agenda that includes the following:
a. Learning outcomes, based on the ISTE NETS-T Standards, for participating K-12 teachers.
b. Learning outcomes related to college and career readiness for students.
c. Learning outcomes and associated activities related to meeting the diverse learning needs of K-12 students.
d. Description of specific learning activities for the participating teachers during the PD
(3) Assessment plan to measure that participating teachers achieve the learning outcomes.
(4) Description of strategies participating teachers can use to assess the efficacy of the tool with their own
students in the classroom.
(5) The seat time equivalency for all activities and assessments
(6) Resources needed for successful implementation of the professional development (i.e., specific technology,
power sources, Internet access, physical building needs, etc.)
(7) A link to training materials, including any available user guides.
(8) Exemplars of implementation demonstrating expected student use of the tool.
(9) Summary of two articles in the literature, including APA citation, describing how tool (or class of tool) is
used.
Personal Professional Development Learning Plan for Coaches
6a - Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current
and emerging technologies necessary to effectively implement the NETS·S and NETS·T
Part 1: Candidates will identify an instructional technology need unique to themselves to improve their practice related to
NETS-S and NETS-T. Candidates will submit an inquiry-based learning plan for acquiring new knowledge and skills to
meet the identified need.
6b – Engage in continuous learning to deepen professional knowledge, skills and dispositions in organizational change
and leadership, project management, and adult learning to improve professional practice.
Part 2: Candidates will participate in a professional development opportunity, i.e. conference, workshop, webinar,
MOOC, professional learning community, book study, etc. Candidate will include professional development opportunities
in the learning plan that will support learning to improve practice.
6c – regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their
ability to effectively model and facilitate technology –enhanced learning experience.
Part 3: Candidates will submit a reflection, report, or evaluation of the effectiveness of the professional development
opportunity for meeting their needs to improve practice.
EDIT 610 Multimedia Authoring: Keystone
Candidates will design and develop a computer-based or web-based interactive instructional
system using multimedia-authoring tools. Candidates develop documentation required for using
the product and strategies for integrating multimedia applications into their own instructional
contexts to meet the diverse learning needs of their audience.
2e - Coach teachers in and model design and implementation of technology-enhanced
learning experiences using differentiation, including adjusting content, process, product, and
learning environment based upon student readiness levels, learning styles, interests, and
personal goals
Interactive Learning project: Candidates will design, develop, and implement an interactive
learning program that serves as a tool of differentiation, enables learner-centered, and self-paced
learning. The interactive program should incorporate multimedia elements, meaningful
interactive activities, support motivation theory and meet learning standards.
2f - Coach teachers in and model incorporation of research-based best practices in
instructional design when planning technology-enhanced learning experiences
Coaching Video: Candidates will develop a video to coach teachers to incorporate an interactive
learning program. Candidates will identify how the interactive learning program is aligned with
the teacher preparation (ISTE.T). The video will include (1) the topic of the learning program
and the target learners; (2) the instructional needs the learning program meets; (3) the features of
the learning program; (4) implementation experiences, and; (5) suggestions for teachers and
trainers who plan to adopt the interactive learning program for their professional use.
Design Document: Candidates will implement and evaluate the interactive learning program,
and complete a design document to report both formative and summative evaluation results. The
design documentation will consist of four parts.
1. A description of the target learner, instructional needs, goal, objectives, and the design an
development phases of your project.
2. A description of the formative and summative evaluation.
3. A reflection of candidate’s implementation experience, including any technology
troubleshooting.
4. An originally designed video to coach teachers and trainers how to incorporate the interactive
learning program in their classroom practice. Also identify how the interactive learning
program is aligned with the teacher preparation (ISTE- T).
EDIT 695 Field Experience Practicum and Seminar: Keystone
Candidates will review, update or create a minimum of one artifact for each element of the ISTE
Standard for Coaches aligned with the Learning Outcomes. The candidate will provide a rationale
to justify how each artifact meets the elements of the Standards for Coaches and a reflection for how
the activity demonstrated in the artifact improves teaching and student learning.
1d - Implement strategies for initiating and sustaining technology innovations and manage the change process in
schools and classrooms.
Evidence of Leadership Responsibility for Impact on Learning: Candidates will submit a report on leadership project
that demonstrates the impact of an educational technology innovation on K-12 student learning and change in the school
and/or classroom (i.e., impact of professional development, coaching, and 1:1 classroom; blended learning; K-12 student
initiatives to sustain technology innovations).
The candidate’s leadership project will describe an example of how an application of a technology innovation impacted
student learning and the school or classroom. The leadership project should include the following:
1. Description of the technology innovation.
2. Description of stakeholder involvement – i.e., students, teachers, administrators, parents, community.
3. Rationale for the technology innovation, i.e. vision and anticipated effects).
4. Resources required.
5. Implementation strategies.
6. Obstacles (if any) to implementation.
7. Current status.
8. Sustainability plans.
6c - Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their
ability to effectively model and facilitate technology-enhanced learning experiences.
Candidates will present their final portfolio to explain their rationale for meeting the ISTE -C standards and reflect on
the application of each artifact explaining its effectiveness in technology-enhanced learning environments at the
elementary and secondary levels with specific activities highlighted to address high needs students, including those with
disabilities, English language learners, and students of low socio-economic status. The candidate may use any
presentation or web-based folio tool to present their final portfolio.
EDLA 615 Language Arts and Technology: Keystone
Candidates will develop an interdisciplinary language arts unit aligned with Common Core State
Standards for a target area of need demonstrating principles of integrating technology and
differentiating learning. The unit will be presented as a model for other teachers with resources to
support technology integration in ELA/ELL instruction. The candidate will address state and local
standards, differentiation for diverse learners, address the needs of adult learners, assessments,
student outcome and an evaluation plan.
2a – Coach teachers in and model design and implementation of technology-enhanced
learning experiences addressing content standards and student technology standards
Technology Integration Plan: Candidates will mentor a classroom teacher and design a
technology integration plan for English language arts. The candidate and their mentee will select
a target grade level and national standard(s). The technology integration plan will (1) address
each of the ELA components in appropriate standards: reading, writing, communicating,
listening and speaking, and (2) student technology standards (ISTE-S).
3f – Collaborate with teachers and administrators to select and evaluate digital tools and
resources that enhance teaching and learning and are compatible with the school technology
infrastructure
Resource Selection: Candidates will work collaboratively with their mentee, selecting and
evaluating digital tools and resources to include in the technology integration plan. Selection
criteria of a minimum of three tools and resources will include the following: (a) potential
application for specific literacy instruction, (b) application for literacy instruction in any content
area, (c) application for assessment (activities), (d) application for student performance
reporting, (e) features that allow for differentiated learning, and (f) compatibility with the school
and/or district technology infrastructure.
2g – Coach teachers in and model effective use of technology tools and resources to
continuously assess student learning and technology literacy by applying a rich variety of
formative and summative assessments aligned with content and student technology standards
Implementation Case Study: Candidates will coach their mentee in the implementation of the
technology plan in order to acquire authentic assessment data. Candidates will write a case study
about the implementation process and the assessment of students’ learning and technology
literacy. As part of the implementation, candidates will apply a variety of formative and
summative assessments aligned with content and student technology standards.
2h – Coach teachers in and model effective use of technology tools and resources to
systematically collect and analyze student achievement data, interpret results, and
communicate findings to improve instructional practice and maximize student learning
As part of the Implementation Case Study, candidates will coach and model strategies for
systematically collecting and analyzing student achievement data, interpreting the results, and
describing findings to improve instructional practice and maximize student learning.
EDMA 625 Math, Science, Technology I: Keystone
Candidates will create professional development materials to prepare teachers to apply
principles of integrating technology and differentiating learning in mathematics aligned with
Common Core State Standards. These materials will include an annotated bibliography of
resources for use in mathematics classrooms, video tutorials for finding additional resources,
and a detailed outline of the professional development activity.
2a - Coach teachers in and model design and implementation of technology-enhanced
learning experiences addressing content standards and student technology standards
Professional Development on Technology-based Models for Mathematics Instruction:
Candidates will create a Professional Development session for mathematics teachers to
introduce models for integrating technology resources that are aligned to national and/or
international mathematics and technology standards for students (ISTE - S).
2b – Coach teachers in and model design and implementation of technology-enhanced
learning experiences using a variety of research-based, learner-centered instructional
strategies and assessment tools to address the diverse needs and interests of all students
Instructional Strategies Activity: Candidates will model and coach others to design and
implement a technology-enhanced activity which applies a research-based instructional
strategy and uses a technology-based assessment tool to measure the effectiveness of the
activity, and evaluate its use in meeting the needs of a diverse student population.
2c - Candidates coach teachers in and model engagement of students in local and global
interdisciplinary units in which technology helps students assume professional roles,
research real-world problems, collaborate with others, and produce products that are
meaningful and useful to a wide audience.
Problem-Based Learning Activity: Candidates will model and coach teachers to create a local
and global interdisciplinary problem-based learning activity that demonstrates how students
assume professional roles, research real-world problems, collaborate with others, and produce
products that are meaningful and useful to a wide audience. Candidates will use an online
collaboration tool, such as ePals or Podio, to connect with other teachers around the world and
share or co-develop an interdisciplinary problem-based learning project.
2d - Candidates coach teachers in and model design and implementation of technology-
enhanced learning experiences emphasizing creativity, higher-order thinking skills and
processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-
regulation).
Higher Order Thinking Skills Activity: Candidates will design and coach teachers to create
and implement a technology enhanced learning activity that fosters creativity, higher order
processes, critical thinking, and self-regulation. Candidates will complete a coding puzzle
activity in a programming tool, such as Scratch, and then will make and share their own
example.
4a - Candidates conduct needs assessments to inform the content and delivery of
technology-related professional learning programs that result in a positive impact on
student learning.
Professional Development Planning Document:
Part 1: Needs Assessment: Candidates will conduct a needs assessment to inform the content
and delivery of technology related professional learning that result in improved student
learning.
4b – design, develop, and implement technology-rich professional learning programs that
model principles of adult learning and promote digital-age best practices in teaching,
learning and assessment.
Part 2: Professional Development: Based on the results of the Part I Needs Assessment,
candidates will design, develop, and implement a professional development opportunity to
prepare teachers to apply principles of integrating technology and differentiating learning in
mathematics. The professional development materials will include (1) an annotated
bibliography of resources for use in mathematics classrooms, (2) video tutorials to assist
teachers to find additional resources for teaching mathematics, and (3) a detailed outline of a
professional development plan to coach other instructors.
4c – Evaluate results of professional learning programs to determine the effectiveness on
deepening teacher content knowledge, improving teacher pedagogical skills and/or
increasing student learning
Part 3: Professional Development: Candidates will evaluate the effectiveness of the unit of
professional development in mathematics, will collect student assessment data and report on
the impact of the PD on student learning.
EDSC 626 Math, Science, Technology II: Keystone
The candidate will create a workshop that supports technology use in science instruction in P-5, 5-
8 or 9 – 12 learning environments and will include hands-on instructional technology and inquiry
based science activities. The candidate must demonstrate their understanding of STEM (the
integration of technology and inquiry-based/problem-based/design-based learning) in the
development of this unit. The candidate will address state and local standards, differentiation for
diverse learners, address the needs of adult learners, assessments, student outcome and an
evaluation plan.
3e - Troubleshoot basic software, hardware, and connectivity problems common in digital
learning environments
Installation of Peripherals: Candidates will conduct scientific activities based on Vernier probes.
The candidates will download the software, identify the platform, install the probes and sync
with the Vernier software. Candidates will troubleshoot the installation of the peripherals,
settings and connectivity of the platform, and the sync procedures to ensure that the probes are
installed correctly and functioning properly. After the probes are installed and functioning
properly candidates will use the installed probes for scientific lab activities to collect data
temperature variables and endothermic/exothermic reactions.
1c - Advocate for policies, procedures, programs, and funding strategies to support
implementation of the shared vision represented in the school and district technology plans
and guidelines.
Advocacy Project: Candidates will create a detailed plan to present to a principal, superintendent
and/or school board, advocating for the implementation a STEAM program in their school
and/or district. Components of the Advocacy Plan for a STEAM program must include the
following:
Goals
Resources and assets
Supporters/opponents
Targets and agents of change
Strategy
Tactics
EDIT 690 Assessment and Evaluation: Keystone Candidates will develop a plan for conducting an impact study of an
instructional intervention which have been implemented or plan to implement. Develop an objective map that links learning
objectives to performance objectives to instructional goals. Candidates will identify and justify the data collection,
methodology, sample, and instruments they will use. Candidate will discuss how they will conduct data analysis and how
they will draw conclusions based on the analysis.
2g - Coach teachers in and model effective use of technology tools and resources to continuously assess student
learning and technology literacy by applying a rich variety of formative and summative assessments aligned with
content and student technology standards
Case Study: Candidates will develop a case study for coaching teachers as an example that models the effective use of
technology tools in using a variety of formative and summative assessments of student learning and content literacy.
Candidates will identify a group of teachers to participate in the project representing specific content areas. Formative
and summative assessments are to be aligned to the appropriate student learning and technology standards.
2h – Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze
student achievement data, interpret results, and communicate findings to improve instructional practice and
maximize student learning
Needs Assessment: Candidates will model the use of data collection tools for analyzing student achievement data.
Candidates will coach and model tools and strategies for collecting and analyzing student achievement data, interpreting
the results, and communicating the findings. Candidates will identify a group of teachers who will participate in the data
analysis project. Candidates will present the data analysis and interpretation.
4c – Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content
knowledge, improving teacher pedagogical skills and/or increasing student learning
Instructional Effectiveness Evaluation: Candidates will develop a plan for evaluating the results and the effectiveness of
an instructional intervention program focused on the development of teacher content knowledge, pedagogical skills
and/or student learning. Candidates will identify and justify the data collection methodology, provide data samples, and
instruments that will be used. Candidates will discuss conclusions based on the analysis.
EDSS 620 Social Studies and Technology (Elective): Deleted from MSIT program.
EDIT 663 Educational Uses of Social Media: Keystone
Candidates will design and create a professional development module that demonstrates the
use of social media for instruction aligned with ISTE standards 1, 2, 3, and 5. Select
teachers will implement the plan and the report the effectiveness on teaching and learning.
3c - Coach teachers in and model use of online and blended learning, digital content,
and collaborative learning networks to support and extend student learning as well as
expand opportunities and choices for online professional development for teachers and
administrators
Blogging Project: Candidates will coach and model uses of an online/blended learning
environment with a class blog. Candidates’ posts will pertain to research and analysis of
current uses of social media tools for teaching, learning, communication, collaboration,
management, policies and best practices. Candidates will elaborate on plans for applying
social media in specific learning contexts as model resources for other teachers. Blog
posts and comments will include topics such as digital content in tools, apps,
management software, and content-specific software. Candidates will share the blog with
colleagues and administrators as an application of online learning and information for
extending student learning in online formats.
4b – Design, develop, and implement technology-rich professional learning programs
that model principles of adult learning and promote digital-age best practices in
teaching, learning, and assessment
Social Media Professional Development Plan and Implementation: Candidates will
design and create a professional development module that demonstrates the use of social
media for instruction aligned with national content and ISTE technology standards.
Select teachers will implement the plan and the report the effectiveness on teaching and
learning. For this assignment choose a social media tool, i.e. blog, twitter, wiki, or
Facebook, as the topic of a professional development you will do with colleagues. Design
a professional development plan that includes the following elements:
Purpose: goals or purpose for the professional development (PD)
Standards: identification of PD aligned with ISTE standards 2 a-h. Your
PD does not need to address all these elements, but you should identify
which ones it does address.
Context: Who is the training for? Curriculum area and K-12 students (if
applicable). For example - middle school science teachers.
Learning outcomes: intended outcomes for the PD participants - what will
they learn?
Activities: activities -i.e. demonstration, explanation of features, strategies
to use in teaching, hands-on activities, guided practice, and feedback.
Implementation: Implement your plan with your colleagues - or at least one
other person.
Present the PD according to your plan.
Evaluation: evaluate participants; learning which could be a product or
demonstration
Summary: Summarize and reflect on the PD and your experience. What
worked? What would you do differently?
Organization, quality of presentation, grammar, spelling, on-time
submission.
5a - Model and promote strategies for achieving equitable access to digital tools and
resources and technology-related best practices for all students and teachers
Acceptable Use Policy (AUP) Project –
Part 1: Candidates will research, design, and develop an acceptable use policy (AUP) for
a P-12 school. The AUP will address equitable access to digital tools applicable for
classroom and/or school wide use by students, teachers, administrators, and parents. The
AUP will serve as model guidelines including policies and procedures to promote
equitable access to digital tools and resources for all students.
5b - Model and facilitate safe, healthy, legal, and ethical uses of digital information
and technologies
Part 2: Candidates will include the purpose of digital tools, the benefits and the
regulations for student, teacher, administrator, and parents’ safe, healthy, legal, and
ethical use in the AUP. The AUP will serve as a model for facilitating the use of digital
information and technologies school-wide.
5b - Model and facilitate safe, healthy, legal, and ethical uses of digital information
and technologies
Digital Citizenship Project: Candidates will design a public service campaign using web
resources to promote digital citizenship for social media educational applications, i.e.
equitable access; safe, healthy, legal and ethical uses of social networking; diversity and
global understanding. The public service resources will be designed as professional
development resources to support other teachers’ use.
5c - Model and promote diversity, cultural understanding, and global awareness by
using digital-age communication and collaboration tools to interact locally and
globally with students, peers, parents, and the larger community
Social Networking Project: Candidates will use a social media tool, such as Twitter,
Google hangout, or Edmodo, to create a virtual immersion environment that will support,
model, and promote diversity, cultural understanding, and global awareness by using
digital-age communication and collaboration tools to interact locally and globally with
students, peers, parents and the larger community.
2. What measuring instruments were used for the assessment? (attach the criteria, or rubrics used)
New Rubrics attached for each of the Keystones for the 11 courses to be developed. EDPC695
Practicum covers all elements of all standards as a capstone e-portfolio. The rubrics are
attached.
In addition to all standards elements assessed in EDPC695, additional assessments were
developed for all courses to address standards elements throughout the program.
3. What were the important findings? How well students achieved the targeted learning outcomes?
The reports attached will reflect student performance based on a 3- point scale: 3=Target,
2= Acceptable and 1 = Unacceptable. The findings will be reported in the SPA report due
September 15, 2016.
4. Select action items the faculty believes may enhance student learning. Decide who
will be responsible for the action, and establish a timeline for completion.
Faculty members completed the design of new keystone assessments for each of the courses
that aligns to the elements of the new standards. A new Direct Response Folio (DRF) has
been developed for each course using the TaskStream system.
5. What’s the assessment plan for next academic year?
The assessment plan for the next academic year is finalize the ISTE SPA report and to
continue to implement the new keystone assessments and rubrics aligned with the newly
adopted ISTE NETS-C. Assessment data for each course will be collected and evaluated at
the end of each semester and student performance will be analyzed for program quality,
adherence to the standards, and validity and reliability of the assessments. Syllabi and
assessments included in syllabi were modified. Adjunct faculty were included in the
training on the new assessments, rubrics and the alignment to the Standards elements.
Name of the program: Master of Science in Instructional Technology
(MSIT) Year Assessment plan: 2016 -17
Date: June 30, 2016
Faculty Participant: Dr. Sarah McPherson
1. Select Learning Outcomes: Articulate which program learning outcome(s) will be
assessed during the period of the plan.
The keystone assessments will be newly developed to align with the elements of the ISTE–C.
See http://www.iste.org/standards/standards/standards-for-coaches for the
ISTE -C standards and elements for each.
2. Identify measures: (For each of the learning outcomes you choose to assess, we suggest you
use at least one direct ad one indirect measuring instrument.)
TaskStream serves to host an e-portfolio for the students in the program. We have developed new
assessments and rubrics aligned with the elements of each standard. The 3-credit Practicum
experience is now a requirement of the MSIT program which provides field/clinical experience in
schools as an authentic implementation of the standards in coaching, mentoring, modeling, and
providing professional development to demonstrate candidates’ competencies with the standards.
Candidates work with diverse populations and grade levels which is required for certification as a
K-12 Educational Technology Specialist. The seminar component of the course includes discussion
and reflections on the experience in the field and program.
TASKSTREAM
DRF: M.S. in Instructional Technology (ISTE-C) 2016
DRF template structure Evaluation Method
(Requirement level evaluation) Point
Values
(Weighting)
EDIT 603
Reflection 1 - Vision Rubric: NETS-C Standard 1.a
Scoring: Auto-calculated average
N/A
Digital Tools Rubric: NETS-C Standard 3.b
Scoring: Auto-calculated average
N/A
Professional e-Portfolio Setup Rubric: NETS-C Standard 2.g
Scoring: Auto-calculated average
N/A
Reflection 3 - Prof. Growth
Plan
Rubric: NETS-C Standard 6.a
Scoring: Auto-calculated average
N/A
EDPC 605
Strategic Integration Plans Rubric: NETS-C Standard 1.b
Scoring: Auto-calculated average
N/A
Inst. Activities & Class Mgmt
Plan
Rubric: NETS-C Standard 3.a
Scoring: Auto-calculated average
N/A
EDPC 610
UDL Resources Project Rubric: NETS-C Standard 2.e
Scoring: Auto-calculated average
N/A
SETT Case Study Project Rubric: NETS-C Standard 2.e
Scoring: Auto-calculated average
N/A
Accessible Assistive/Adaptive
Tech.
Rubric: NETS-C Standard 3.d
Scoring: Auto-calculated average
N/A
Multicultural Game
Collaboration
Rubric: NETS-C Standard 3.g
Scoring: Auto-calculated average
N/A
EDIT 605
PD Development and Design Rubric: NETS-C Standard 4.b
Scoring: Auto-calculated average
N/A
Part I: Professional
Development
Rubric: EDIT 605 PD Learning Plan (ISTE
6.a,6.b,6.c)
N/A
Scoring: Auto-calculated average
Part II: Professional
Development
Rubric: EDIT 605 Professional Development Part II
(ISTE 6.b, 6.c)
Scoring: Auto-calculated average
N/A
EDIT 610
Interactive Learning Project Rubric: NETS-C Standard 2.e
Scoring: Auto-calculated average
N/A
Coaching Video Rubric: NETS-C Standard 2.f
Scoring: Auto-calculated average
N/A
Design Document Rubric: NETS-C Standard 2.g
Scoring: Auto-calculated average
N/A
EDLA 615
Technology Integration Plan Rubric: NETS-C Standard 2.a
Scoring: Auto-calculated average
N/A
Resource Selection Rubric: NETS-C Standard 3.f
Scoring: Auto-calculated average
N/A
Implementation Case Study Rubric: EDLA 615 - Implementation Case Study
(ISTE 2.g, 2.h)
Scoring: Auto-calculated average
N/A
EDMA 625
PD on Technology-based
Math Model
Rubric: NETS-C Standard 2.a
Scoring: Auto-calculated average
N/A
Instructional Strategies
Activity
Rubric: NETS-C Standard 2.b
Scoring: Auto-calculated average
N/A
Problem-Based Learning
Activity
Rubric: NETS-C Standard 2.c
Scoring: Auto-calculated average
N/A
Higher Order Thinking Skills Rubric: NETS-C Standard 2.d
Scoring: Auto-calculated average
N/A
Professional Development
Plan
Rubric: EDMA 625 Professional Development
Planning Doc (ISTE 4.1, 4.b)
Scoring: Auto-calculated average
N/A
PD Eval. Design &
Implementation
Rubric: NETS-C Standard 4.c
Scoring: Auto-calculated average
N/A
EDSC 626
Installation of Peripherals Rubric: NETS-C Standard 3.e
Scoring: Auto-calculated average
N/A
Advocacy Project Rubric: NETS-C Standard 1.c
Scoring: Auto-calculated average
N/A
EDIT 663
Blogging Project Rubric: NETS-C Standard 3.c
Scoring: Auto-calculated average
N/A
Social Media PD Plan &
Implement
Rubric: NETS-C Standard 4.b
Scoring: Auto-calculated average
N/A
Acceptable Use Policy Project Rubric: EDIT 663 Acceptable Use Project (ISTE-C
5.a, 5.b)
Scoring: Auto-calculated average
N/A
Digital Citizenship Project Rubric: NETS-C Standard 5.b
Scoring: Auto-calculated average
N/A
Social Networking Project Rubric: NETS-C Standard 5.c
Scoring: Auto-calculated average
N/A
EDIT 690
Assessment Tools Rubric: NETS-C Standard 2.g
Scoring: Auto-calculated average
N/A
Needs Assessment Rubric: NETS-C Standard 2.h
Scoring: Auto-calculated average
N/A
Instructional Effectiveness
Eval.
Rubric: NETS-C Standard 4.c
Scoring: Auto-calculated average
N/A
3. Identify benchmark for “success”:
Benchmark 1 – Meet the requirements for national recognition by the ISTE SPA.
Benchmark 2 - Minimum of 80% NYS certification test of Educational Technology Specialists.
Benchmark 3 - Align MSIT assessments with the CAEP accreditation requirements.
4. Plan Implementation and Timetable:
Summer 2016 – Faculty evaluate the candidates performance on new assessments and rubrics
Fall 2016 – Submit ISTE SPA report
Spring 2017 – Review ISTE SPA report and design plan to meet any deficiencies cited in the
national review report.
Ongoing – train faculty in implementing and evaluating assessments using TaskSTream.
Each semester – review candidates’ performance on assessments
As needed – revise assessments to better reflect requirements in elements of standards.
Spring – preparation of re-accreditation for MSIT UAE
Assessment results discussed with all constituents:
The new assessments were administered Spring and Summer 2016. A separate DRF was set up in
TaskStream for collecting the revised assessment data. Faculty, including adjuncts, participated in
administration and evaluation of candidates’ performance. Further revisions needed for either
curriculum or assessments will be considered after the performance data is analyzed and submitted
in the SPA.